STAR INTERNATIONAL COLLEGE PTY LTD T/A STAR COMMUNITY COLLEGE

RTO CODE: 45190

CHCCCS023

Support Independence and wellbeing

STUDENT ASSESSMENT WORKBOOK

Table of Contents

• Unit Assessment Plan
• Assessment Instructions for the Student Assessment Methods
• Demonstrating Competency Assessment Performance Resubmits
• Workplace Assessment Observation Plagiarism
• Pre-Assessment Checklist

ASSESSMENT METHOD 1: Short Answer Questions ASSESSMENT METHOD 2: Projects

ASSESSMENT METHOD 3: Simulation Observations ASSESSMENT METHOD 4: Workplace Observations Assessment Record

Student Feedback Form

Instructions to Learner

Assessment instructions

Overview Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.

Written work Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:

• Address each question including any sub-points
• Demonstrate that you have researched the topic thoroughly
• Cover the topic in a logical, structured manner
• Your assessment tasks are well presented, well referenced and word processed
• Your assessment tasks include your full legal name on each and every

Active participation It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.

Plagiarism

Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learners exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:

• Presenting any work by another individual as one's own unintentionally
• Handing in assessments markedly similar to or copied from another learner
• Presenting the work of another individual or group as their own work
• Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.

Collusion

Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a 0 grade and NYC.

Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).

Competency outcome There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).

Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded Competent (C) or Not yet Competent (NYC) for the relevant unit of competency.If you are deemed Not Yet Competent you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as Not Yet Competent you will be required to re-enrol in the unit of competency.

Additional evidence If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.

Confidentiality We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.

Recognised prior learning Candidates will be able to have their previous experience or expertise recognised on request.

Special needs Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements

Assessment can either be: ? Direct observation

• Product-based methods g. reports, role plays, work samples
• Portfolios annotated and validated
• Questioning
• Third party

If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.

Third parties can be:

• Supervisors
• Trainers
• Team members
• Clients
• Consumers

The third party observation must be submitted to your trainer/assessor, as directed.

The third party observation is to be used by the assessor to assist them in determining competency.

The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.

To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.

Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.

As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.

If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.

Candidate Details

CHCCCS023 Support Independence and wellbeing

Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCCCS023 Support Independence and wellbeing

Name:

Address:

Email:

Employer:

Declaration:

I declare that no part of this assessment has been copied from another persons work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.

Signed:

Date:

If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:

This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another persons work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.

Learner 1:

Signed:

Learner 2:

Signed:

Learner 3:

Signed:

Observation/Demonstration

Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.

An explanation of observations and demonstrations:

Observation is on-the-job

The observation will usually require:

• Performing a work-based skill or task
• Interaction with colleagues and/or

Demonstration is off-the-job A demonstration will require:

• Performing a skill or task that is asked of you
• Undertaking a simulation

Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the units elements.

The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Final Assessment-1 SHORT ANSWER QUESTIONS (SAQ)

Student & Assessor Cover Sheet

Student Name
Student Number ID:
Date
Student Declaration	I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must answer all the questions in exam conditions I understand I must demonstrate the skills or knowledge myself to prove this is my own work. I will do it in the time allowed under supervision by the Assessor. I have ticked the boxes on page 2 and I am ready for assessment and sign here.
Student Signature

Short Answer Questions - WRITTTEN Results
Result (1st attempt)	/	Satisfactory ( S)		Not Yet Satisfactory (NYS)
If NYS Will 2nd attempt be written or oral ?	Note gap questions /topics to be reassessed
Result (2nd attempt) Written /Oral	/	Satisfactory ( S)		Not Yet Satisfactory (NYS)
Assessors Name
Assessor's Signature			Date
Assessor comment /feedback	Note feedback provided if NYS:
Candidate Declaration	I have received the results and feedback for this written assessment
Student Signature						Date

Instructions to Students

You have received the Unit Outline at the start of this subject and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Short Answer Questions assessment (1- SAQ )

• There is 45 minutes allocated to complete the Questions

• If you have difficulty reading or understanding questions, you can ask the assessor for

• Mark answers in black ink

• You must answer all the questions correctly to be deemed satisfactory in this assessment (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory

• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Do you feel ready to do the assessment activity?	Y	N
4	Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses. We expect candidates to be successful at the second attempt.	Y	N
5	Do you know you can appeal the assessment decision if you think it is not fair?	Y	N
6	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

The timing for the QUESTIONS starts when the class is ready.

ASSESSMENT 1: SHORT ANSWER QUESTIONS (SAQ)

• The questions are completed in class

• Briefly answer the questions below in the spaces provided. Use the space provided as a guide to the length of your answer.

• This must be your own work

• You cannot use any resources for this assessment

• You must get a satisfactory response for each question

Q 1: Self Actualisation is the realization or fulfilment of one's talents and potentialities, especially considered as a drive or need present in everyone. List any three characteristics of self-actualizers.

1.

2.

3.

Q2: Give two examples of the following needs:

Psychological needs

Spiritual and Cultural needs

Social Needs

Q3: List at least 3 three ways to support clients to express their own identity and preferences?

THREE WAYS TO SUPPORT CLIENTS:

1.

2.

3.

Q4: what are the strategies to support people, express their sexuality?

Q5: Define self- awareness. Why is it important in forming relationship with others?

Q6: What information and assistance would you provide your clients to facilitate access to services and resources?

Q7: Why do you adopt strength based approach? List at least three examples for persons strength.

Q8: Why should staff avoid imposing their own values and attributes on clients?

Q9: Enumerate 5 FIVE support services and resources available for clients in both residential and the community.

Q10. How can the care worker encourage clients to build, strengthen and maintain independence?

Q11. Give FIVE 5 examples of the ways that you can promote and encourage daily living habits that

will contribute to your clients healthy lifestyle.

Q12. a. Why is it important for your clients to maintain a safe and healthy environment?

b. Outline the different ways that you can support and assist clients to maintain a safe and healthy environment.

Q13. a. Give examples of the types of hazards you may come across within your job.

b. What are your organisations policies and procedures for reporting hazards?

Q14. a. What physical symptoms should you look out for to determine if pain is affecting your clients wellbeing?

b. Give an example of a time when the physical health situation of a client was beyond the scope of your own role. Who did you report to? Why did you report to them?

Q15. Why is it important to use safe and predictable routines?

Q16: a. Outline 3 aspects of supporting a clients wellbeing that would be outside of the scope of your knowledge, skills and/or job role.

b. How would you deal with this? What support would you seek?

Q17. Give examples of financial issues that may impact on the wellbeing of your clients.

Q18. a. Give examples of risk factors of clients in relation to mental health.

b. Give examples of protective factors of clients in relation to mental health.

Q19: When completing documentation, list 3 things you should comply with?

1.

2.

3.

Q20: List any four possible indicators of abuse or neglect and report according to organisation procedures?

1.

2.

3.

4.

END OF QUESTIONS

THANK YOU - HAND IN YOUR WORK MAKE SURE THE COVER PAGE IS SIGNED

Final Assessment-2 PROJECT (PROJ) CASE STUDY (CS)

Student & Assessor Cover Sheet

Student Name
Student Number ID:
Date
Student Declaration	I have been supplied with the learning materials. I have completed the class and had time to learn and practice before assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must complete the project and submit it in class or upload I understand I must complete the case study and report and submit it in class or upload I understand I must demonstrate the applied skills and knowledge myself, in my own words to prove this is my own work. I will do it in the time allocated and submit by the due date. I have ticked the boxes on page 2 and sign here.
Student Signature

PROJECT AND CASE STUDY Results
Result (1st attempt)	Satisfactory ( S)		Not Yet Satisfactory (NYS)
	Note gaps to be reassessed
Result (2nd attempt)	Satisfactory ( S)		Not Yet Satisfactory (NYS)
Assessor comment /feedback	Note feedback provided if NYS :
Assessors Name
Assessor's Signature		Date

Instructions to Students

You have received the Unit Outline at the start of this unit and you have had information about the assessments for this unit in the unit outline and in discussion in class.

• This is the Project assessment (2 PRO) and Case Study assessment ( 2 CS )

• If you have difficulty reading or understanding the task you can ask the assessor for clarification by email or in class.

• You must type up your answers where possible or write by hand in black ink ONLY in this workbook

• You must answer all the sections correctly to be deemed satisfactory in this assessment (100%) It is marked S Satisfactory or NYS Not Yet Satisfactory

• Your assessor will explain assessment conditions to you again as per the unit outline, then please sign the checklist below to indicate you understand these conditions.

Candidate to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Do you feel ready to do the assessment activity?	Y	N
4	Do you know that the assessment is not pass/fail? Do you know that you can do a re-submit once you get the feedback within agreed time?	Y	N
5	Do you know you can appeal the assessment decision if you think it is not fair?	Y	N
6	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor.

Please sign the cover page.

ASSESSMENT 2: RESEARCH PROJECTS/CASE STUDY

Read the instructions below before commencing this project:

• This is a take away assessment that can be prepared in your own time out of
• You are required to research the following topics and answer the questions within each topic
• Make sure you write clearly and legibly
• The length of the answer is indicated by the instructions for each task
• Your assessor will provide you with timeframes to complete this assessment
• It must be your own work
• Attach additional A4 size papers to complete your responses, if the given space is not sufficient

Research about the following topics:

1. Human development across the lifespan
2. Individual differences, how these may be interrelated and impact on support provided
3. Service delivery models and standard

Legal and ethical requirements and how these are applied in an organisation and individual practice

Q2: What is Aged care wellness framework made up of in Australia? Focus on the below three approaches to provide support to older people.

• Wellness approach

• Reablement approach

• Restorative care approach

Q3: CASE STUDIES:

Read the following case studies and answer the following questions:

Peter is 74 and has Parkinsons disease. He resides in his own home in the community. When the support worker arrives, she finds that Peter has left all his washing in the basket in the laundry. When the worker asks Peter why he hasnt hung out the washing, he tells her that he cant lift the sheets and towels onto the clothes line because they are too heavy.

1. What are the possible reasons for why Peter is unable to lift the sheets and towels?

2. How could the worker promote and encourage Peter to hang out his washing? What approach to support would the worker use and how does this contribute to a healthy lifestyle?

3. How would supporting Peter to hang out his washing promote self-esteem and confidence?

4. How could the worker communicate this to Peter in a supportive way?

5. What is limiting Peters abilities?

6. What process would you use to report Peters difficulty in hanging out sheets and towels?

7. What issues could be impacting on Peters health and wellbeing and why?

8. What support strategies or resources need to be implemented to ensure Peter can remain living as independently as possible?

Q4: CASE STUDY

Georgia has had episodes of severe anxiety that have limited her ability to participate in meaningful activities. After a period of time in a clinic, Georgia is back living independently and is considering her future. Georgia tells her support worker, Meg, that she had to quit her university course when she became unwell and she is too embarrassed to go back.

Georgia also tells Meg that she began working on several art projects while at the clinic and would like to continue with art, as she feels she is able to express herself and feels more in touch with what is important. She tells Meg she feels that perhaps this will help her make new friends as she doesnt really have many.

1. How can Meg use positive and supportive communication to promote Georgias self-esteem and confidence?

2. How can Meg encourage and facilitate Georgias participation in social, cultural, and spiritual activities that meet her needs and interests? How might this support Georgias move towards self-actualisation?

3. After working with Georgia for several months, Meg observes that Georgia seems withdrawn and sad. She notices that Georgia has missed some appointments and has not attended her art class, which she loves. Meg also notices that Georgia appears to be losing weight. What should Meg do?

4. Meg is a community mental health How can she identify aspects of wellbeing support outside the scope of her knowledge, skills and/or job role? What should she do if she identifies that Georgias current mental health is beyond her job role?

END OF PROJECTS

THANK YOU - HAND IN OR SUBMIT YOUR WORK MAKE SURE THE COVER PAGE IS SIGNED AND SUBMITT

Final Assessments-3 SIMULATION OBSERVATION (OBS)

Student & Assessor Cover Sheet

Student Name
Student ID
Date
Student Declaration	I have had time to practice before this assessment. The Assessor has gone through the Instructions and checklist on page 2 and I understand that this is a formal assessment. I understand I must demonstrate the skills myself and answer questions. I will do the practical as a simulation under supervision of the Assessor. I am ready for assessment and sign here.
Student Signature

PRACTICAL Assessment Results							Assessor initials
Result	Detail here main heading/part in checklist			(S)		(NYS)
				(S)		(NYS)
				(S)		(NYS)
				(S)		(NYS)
				(S)		(NYS)
Result (1st attempt)	YES NO Did student complete the tasks to satisfactory standard at 1st attempt?
Result (2nd attempt)	YES NO Did student complete the gap tasks to satisfactory standard at 2nd attempt? Please note items that were assessed at 2nd attempt
Result NYS	Note feedback provided if NYS:
Assessors Name
Assessor's Signature		Date
Assessor Comment:
Student Declaration	I have received the results and feedback for this practical assessment
Student Signature					Date

Key:

Satisfactory (S)

Not Yet Satisfactory (NYS)

Instructions to Student

• All Students will participate in a series of practical exercises set up and observed by the

• These exercises will be conducted by observation and

• To be satisfactory, candidates must demonstrate correct procedures and skill and application of knowledge for each part of the simulation.

Student to answer the following questions (Yes or No)

1	Do you understand how this assessment ties into the training?	Y	N
2	When/where the assessment going to take place and the conditions of the assessment?	Y	N
3	Are the WHS checks satisfactory and equipment ready for the assessment?	Y	N
4	Do you feel ready to do the assessment activity?	Y	N
5	Do you know that the assessment is not pass/fail? Do you know that you can do a re-sit if you are ready? The Assessor may set another time for gap assessment or follow up with open questions if there is doubt about your responses or demonstration of skills and knowledge in this practical. We expect candidates to be successful at the second attempt.	Y	N
6	Do you know you can appeal the assessment decision if you think it is not fair?
7	Do you have any special needs that we need to adjust for during this assessment?	Y	N

If you ticked NO for anything above, write more information here.

If you feel not ready for the assessment, talk to the Assessor and do not go ahead.

When you are ready, please sign the cover page.

ASSESSMENT 3: SIMULATION OBSERVATIONS

Scenario:

Joe is seventy-three and lives alone. He has lived in his present house for over 50 years and is surrounded by pictures and souvenirs that have precious memories for him. He is a well-known and popular person in the town. Joe has one daughter. She and her family live in the north of England. Joe also has two younger brothers who live in a nearby town. Although they only see each other three or four times a year they consider themselves a close family. They phone each week and never forget Joes birthday.

Over the past year his neighbours have noticed that he has been more and more confused. He has been forgetting names and sometimes doesnt seem to know what day of the week it is. This week one of Joes neighbours, Shamira saw him wandering late at night and nearly being run over by a car. She went to help Joe and saw that he was dressed in his pyjamas and a jacket. Joe said that he was going to work. Joe had a career as a musician and he is particularly fulfilled when he is playing and singing, especially jazz.

Shamira took Joe back home. She found that the house was cold and there was a smell of gas. She saw that the gas fire had been left on but not lit. Shamira made this safe and went to the kitchen to make him some warm tea. She found that there was nothing in the cupboards and that the food inthe fridge was mouldy and out of date. Shamira phoned Joes daughter who is very concerned about her fathers changing circumstances. She contacted social services and Joe is to have an assessment of needs.

1. Using Maslows hierarchy of needs as a model (guide) write about some of Joes

circumstances that would help you to understand his needs at each of the levels.

Needs	Joes circumstances	Needs
Physiological
Safety

Love and Belonging
Esteem
Self-actualisation

2. You also need to conduct an assessment to understand the needs and Lifestyle activities of Joe: Below is the assessment form please complete as per the case study.

Care plus aged care facility

Resident Lifestyle & Social History Assessment

CRN:

Sec/Room/Bed:

Resident Name:

DOB:

LMO:

PERSONAL DETAILS:

Surname: First Name: Preferred Name:

DOB: Country Of Birth: Years in Australia:

Nationality: . Can Speak English Yes No Other Languages:

Hobbies and Interests:

EDUCATIONAL BACKGROUND

Primary: . Tertiary:

Degree:

Work History: Occupation:

Community service or Navy Or war or any other services:

Family Details: Name Of Spouse/Partner:

Marital status: Married Single Divorced Widowed

Names of children:

Fathers Name: Mothers Name:

Brothers/SistersNames:

Names of any significant others on the residents life:

Social Affiliations:

Clubs:

Social Networks:

RELIGIOUS AFFILIATIONS:

Religion: Did you attend church Regularly: Yes No Would you like to attend church: Yes No Weekly: Monthly:

Special Occasions Only:

Would you like to attend monthly in house church services

Specific Cultural Activities:

Significant life events:

Sexuality Needs:

Level of enjoyment in the company of the opposite sex: High Medium Low Personal Habits:

Did you ever smoke: Yes No How Many Cigarettes Per Day: ?

Do You Still Smoke: Yes /No. Would You like to Quit: Yes/No?

Your Reason for Quitting/Not Quitting:

Would you like to try patches: Yes/ No Would you like to reduce your daily consumption: Yes / No

Do you consider counselling: Yes/ No

Did you ever drink alcohol: Yes/ No

Do you still drink alcohol : Yes /No

Type of alcohol.How often you drink :

Would you like to quit: Yes /No Your reason for quitting/not quitting:

Do you consider a counselling: Yes /No?

Assessment completion date: .

Name of assessor: . Signature: . Designation: .

ASSESSMENT METHOD 4:

Your WAP contains two forms that need to be completed:

1. Work place Attendance Report

1. Observation Checklist

Assessment Record

Candidate Name:
Assessor Name:
Location:			Date:
CHCCCS023 Support independence and well being
Circle answer
The candidates written short answer questions were:		Satisfactory	Not Yet Satisfactory
The candidates project was:		Satisfactory	Not Yet Satisfactory
The candidates observational Assessment was:		Satisfactory	Not Yet Satisfactory
The candidates work placement assessments were:		Satisfactory	Not Yet Satisfactory
The candidates overall result was:		Competent	Not Yet Competent
Comments:
Candidates Signature:			Date:
Assessors Signature:			Date: